Psychology of Classroom Learning: An Encyclopedia (Psychology of Classroom Learning)

Cover......Page 1
Copyright......Page 5
Editorial Board......Page 6
Contents......Page 8
Preface......Page 10
List of Articles......Page 20
Contributors......Page 26
Thematic Index......Page 36
WITHIN-CLASS GROUPING......Page 42
BETWEEN-CLASS GROUPING......Page 43
THE EFFECTS OF CHILD MALTREATMENT ON SCHOOL PERFORMANCE......Page 45
DIFFERENT IMPACTS OF VARIOUS MALTREATMENT TYPES......Page 47
SUGGESTIONS FOR EDUCATORS......Page 48
LEVEL OF PRESS......Page 49
EDUCATIONAL OUTCOMES ASSOCIATED WITH PRESS......Page 50
EDUCATIONAL ACCOUNTABILITY......Page 51
COMPARISON OF ACCOUNTABILITY APPROACHES......Page 53
ACHIEVEMENT MOTIVATION......Page 54
THEORIES OF THE MID-1900S......Page 55
COGNITIVE PROCESSES IN MOTIVATION......Page 56
FACILITATING ACHIEVEMENT MOTIVATION IN SCHOOL......Page 57
OVERVIEW OF STEPS AND PROCEDURES......Page 58
METHODOLOGICAL STRENGTHS AND WEAKNESSES......Page 59
ADOLESCENCE......Page 60
ADOLESCENT DEVELOPMENT......Page 61
SOCIAL CONTEXTS OF DEVELOPMENT......Page 63
SCHOOL CONTEXTS: IMPLICATIONS FOR TEACHERS......Page 64
THEORIES OF AGGRESSION......Page 65
MEASURES OF AGGRESSION......Page 66
OUTCOMES FOR HIGHLY PHYSICALLY AGGRESSIVE CHILDREN......Page 67
SCHOOLAND FAMILY-BASED INTERVENTION......Page 68
ALEXANDER, PATRICIA A.......Page 69
MAJOR CONTRIBUTIONS TO EDUCATIONAL PSYCHOLOGY......Page 70
COMPONENTS AND PROCESSES INVOLVED IN ANALOGICAL REASONING......Page 71
THEORIES OF ANALOGICAL REASONING......Page 72
INSTRUCTIONAL USES OF ANALOGIES......Page 73
ANCHORED INSTRUCTION IN MATHEMATICS......Page 75
RESEARCH FINDINGS OF AI AND EAI......Page 76
ANDERSON, JOHN ROBERT......Page 77
ANDERSON, RICHARD C(HASE)......Page 79
DEFINITIONS......Page 80
EVALUATION AND ASSESSMENT......Page 81
ANXIETY AND CLASSROOM OUTCOMES......Page 82
MANAGEMENT OF ANXIETY......Page 83
MEANING OF APPLIED......Page 84
CONCEPTUALLY SYSTEMATIC......Page 85
CONTRIBUTIONS OF APPLIED BEHAVIOR ANALYSIS......Page 86
TWO-PART LEGACY......Page 87
APTITUDE TESTS......Page 88
HISTORY OF MEASURING MENTAL ABILITY......Page 89
MEASUREMENT INSTRUMENTS......Page 90
IMPLICATIONS FOR LEARNING......Page 91
ARGUMENTATION......Page 92
ARGUING TO LEARN......Page 93
ADDRESSING DIFFERENCES IN CONTENT KNOWLEDGE......Page 94
INTERNALIZING ARGUMENT STRUCTURE......Page 95
CLASSROOM IMPLICATIONS......Page 96
EVOLUTION OF THE CONSTRUCT......Page 97
FURTHER ELABORATIONS......Page 98
THE IMPORTANCE OF A COMPREHENSIVE THEORY......Page 100
EFFECTIVE PROGRAMS FOR AT-RISK STUDENTS......Page 101
INDIRECT INFLUENCES OF ATTACHMENT RELATIONSHIPS......Page 102
CLASSIFICATION AND MEASUREMENT OF ATTACHMENT STYLES......Page 103
THE INFLUENCE OF ATTACHMENT STYLES ON EDUCATIONAL OUTCOMES......Page 104
DEFINITION OF ADHD......Page 106
ASSESSMENT OF ADHD......Page 107
INTERVENTIONS AND INSTRUCTIONAL STRATEGIES......Page 108
WEINER’S MODEL OF ATTRIBUTIONS......Page 111
HOW ATTRIBUTIONS ARE COMMUNICATED TO LEARNERS......Page 112
IMPLICATIONS OF ATTRIBUTION THEORY FOR EDUCATORS......Page 113
ATTRIBUTIONAL RETRAINING......Page 114
AR IN POSTSECONDARY EDUCATION......Page 115
APPLICATIONS TO CLASSROOMS......Page 116
AUTHENTIC ASSESSMENT......Page 117
AUTHENTIC ASSESSMENT DATA ANALYSIS......Page 118
METHODOLOGICAL STRENGTHS AND LIMITATIONS OF AUTHENTIC ASSESSMENT......Page 119
HOW AUTHENTIC ASSESSMENT INFORMS INSTRUCTION AND INTERVENTIONS......Page 120
THEORETICAL PERSPECTIVES......Page 121
IMPACT ON LEARNING AND MOTIVATION......Page 122
LIMITATIONS IN USING AUTHENTIC TASKS......Page 123
CHARACTERISTICS......Page 124
DIAGNOSTIC CRITERIA OF AUTISTIC DISORDER......Page 125
DIAGNOSTIC CRITERIA OF PDD-NOS......Page 126
INTERVENTION AND INSTRUCTIONAL PROCEDURES......Page 127
ISSUES OF ASSESSMENT AND INSTRUCTION......Page 128
WHAT AUTONOMY-SUPPORTIVE TEACHERS SAY AND DO DURING INSTRUCTION......Page 129
IMPLICATIONS FOR TEACHERS......Page 130
TEACHERS’ CONCERNS ABOUT AUTONOMY SUPPORT......Page 131
BANDURA, ALBERT......Page 134
BEHAVIORAL OBJECTIVES......Page 135
CHARACTERISTICS OF BEHAVIORAL OBJECTIVES......Page 136
IMPORTANT CONSIDERATIONS FOR DESIGNING BEHAVIOR OBJECTIVES......Page 137
RESPONDENT AND OPERANT CONDITIONING......Page 138
TWENTIETH-CENTURY BEHAVIORAL RESEARCH......Page 139
BELIEFS ABOUT LEARNING......Page 140
INDIVIDUAL DIFFERENCES AMONG STUDENTS......Page 141
HOW BELIEFS ABOUT LEARNING GUIDE STUDENT PERFORMANCE......Page 142
BERLINER, DAVID CHARLES......Page 143
HISTORY OF BILINGUAL EDUCATIONINTHEUNITED STATES......Page 144
TYPES OF PROGRAMS......Page 145
EVALUATIONS OF PROGRAM EFFECTIVENESS......Page 146
RELATIONS AMONG LANGUAGE STATUS, AFFECTIVE FACTORS, AND LEARNING......Page 147
BLOOM’S TAXONOMY......Page 148
THE TAXONOMY TABLE......Page 149
CRITICISM OF THE TAXONOMIES......Page 150
BRAIN AND LEARNING......Page 151
BRAIN’S BIDIRECTIONAL, MEDIATING RELATIONSHIPS WITH ENVIRONMENTAL INTERACTIONS......Page 152
GENERAL PRINCIPLES OF BRAIN AND LEARNING......Page 153
THE DEVELOPING READING BRAIN......Page 156
THE DEVELOPING WRITING BRAIN......Page 158
THE DEVELOPING MATH BRAIN......Page 160
FROM BRAIN SCAN TO COMPASSION AND INDIVIDUALLY TAILORED LEARNING ENVIRONMENTS......Page 161
BRANSFORD, JOHN D.......Page 164
BRONFENBRENNER, URIE......Page 165
BROPHY, JERE E(DWARD)......Page 166
IMPACT AND LEGACY......Page 167
BROWN, ANN LESLIE......Page 168
BRUNER, JEROME S(EYMOUR)......Page 169
RISKS FOR BECOMING A BULLY, VICTIM, OR BULLY-VICTIM......Page 171
CLASSROOM AND SCHOOL FACTORS......Page 173
CREATING BULLY-FREE ACADEMIC ENVIRONMENTS AND PROTECTING VICTIMS......Page 175
CALFEE, ROBERT C.......Page 178
CARING AS A PROFESSIONAL DISPOSITION......Page 179
CARING AS A QUALITY STUDENTS PERCEIVE IN A RELATIONSHIP......Page 180
STUDENTS FEEL THEIR UNDERSTANDING MATTERS......Page 181
CHEATING......Page 182
PREVALENCE OF ACADEMIC CHEATING......Page 183
PREDICTORS OF CHEATING......Page 184
PREVENTION OF CHEATING IN THE CLASSROOM......Page 185
CLARK, KENNETH BANCROFT......Page 187
CLASS SIZE......Page 188
POSSIBLE EFFECTS OF CLASS SIZE ON TEACHERS AND PUPILS......Page 189
IMPLICATIONS FOR POLICY AND PRACTICE......Page 190
CLASSICAL CONDITIONING......Page 191
THE RENEWAL EFFECT......Page 192
CLASSICAL TEST THEORY......Page 193
CLASSROOM ASSESSMENT CONCEPTS AND APPLICATIONS......Page 196
CLASSROOM ASSESSMENT COMPARED TO EXTERNAL STANDARDIZED TESTING......Page 198
CLASSROOM ENVIRONMENT......Page 199
THE PHYSICAL ENVIRONMENT......Page 200
THE PSYCHOLOGICAL ENVIRONMENT......Page 201
MEASURING CLASSROOM ENVIRONMENT......Page 202
CLASSROOM MANAGEMENT......Page 203
CONSEQUENCES OF STUDENT BEHAVIOR......Page 204
OTHER CONSIDERATIONS......Page 205
MONITORING CHANGE......Page 206
EFFECTIVENESS OF ASSERTIVE DISCIPLINE......Page 208
PUNISHMENT AS PART OF CLASSROOM MANAGEMENT......Page 209
PROBLEMS WITH PUNISHMENT......Page 210
ALTERNATIVE APPROACHES TO DECREASING PROBLEM BEHAVIOR......Page 211
CLASSROOM IMPLEMENTATION......Page 214
BACKUP REINFORCERS......Page 215
REVIEW OF THE RESEARCH......Page 216
FROM TRADITIONAL TO COGNITIVE APPRENTICESHIP......Page 218
A FRAMEWORK FOR COGNITIVE APPRENTICESHIP......Page 219
THEMES IN RESEARCH ON COGNITIVE APPRENTICESHIP......Page 220
COGNITIVE DEVELOPMENT......Page 222
THE INFORMATION PROCESSING MODEL: THE MIND AS A COMPUTER......Page 223
BIOLOGICAL THEORIES......Page 224
CONSTRUCTIVISM: THE CHILD AS EPISTEMOLOGIST......Page 225
THE SOCIAL AND CULTURAL BASES OF COGNITION......Page 226
EVOLUTION, DEVELOPMENT, AND THE BRAIN......Page 228
EVOLUTIONARY EDUCATIONAL PSYCHOLOGY......Page 230
EVOLUTION AND INSTRUCTION......Page 231
INFORMATION PROCESSING AND DEVELOPMENTAL CHANGES......Page 233
RESEARCH INSPIRED BY INFORMATION PROCESSING THEORY......Page 235
STAGE ONE—SENSORY-MOTOR STAGE: BIRTH TO AGE 2......Page 237
STAGE TWO—PREOPERATIONAL STAGE: AGES 2 TO 7......Page 238
STAGEOFCONCRETE OPERATIONS—AGES 7 THROUGH 11......Page 239
EVALUATIONS OF PIAGET......Page 240
CORE CONCEPTS......Page 241
RELATION TO PIAGETIAN THEORY......Page 244
CRITIQUE AND CONTRIBUTIONS......Page 245
COGNITIVE ARCHITECTURE: MEMORY AND SCHEMAS......Page 246
COGNITIVE LOAD......Page 247
EFFECTS GENERATED BY CLT......Page 248
EFFECTS OF CLT RESEARCH ON INSTRUCTIONAL DESIGN......Page 249
COGNITIVE STRATEGIES......Page 250
IMPORTANCE OF COGNITIVE STRATEGIES IN LEARNING AND THINKING......Page 251
PROBLEM-SOLVING STRATEGIES......Page 252
REASONING STRATEGIES......Page 253
EDUCATIONAL IMPLICATIONS......Page 254
GOALS AND OBSTACLES......Page 255
INSTRUCTIONAL FORMATS......Page 256
PREPARING STUDENTS FOR GROUP WORK......Page 258
GROUPSIZEANDCOMPOSITION......Page 259
AUDIENCE AWARENESS FOR SCHOOLTO-PARENT COMMUNICATION......Page 260
CULTURAL DIFFERENCES......Page 261
BROADER APPLICATIONS......Page 262
TEACHER COMMUNICATION COMPETENCIES......Page 263
TEACHER CONCERNS......Page 264
TEACHER IMMEDIACY......Page 265
CONTENT RELEVANCE......Page 266
IMPLICATIONS FOR EDUCATORS......Page 267
COMMUNITIES OF LEARNERS......Page 268
THE IMPORTANCE OF COMMUNITY OF LEARNERS......Page 270
COMPETITION......Page 271
COMPETITION AND CHARACTERISTICS OF STUDENTS......Page 272
NEGATIVE IMPACT OF COMPETITION......Page 273
PERCEIVED BENEFITS OF COMPETITION......Page 274
PROGRAMS DEVELOPED IN 1980S AND 1990S......Page 275
RESEARCH ON COMPREHENSIVE SCHOOL REFORM PROGRAMS......Page 277
WEIGHTING DEFINING FEATURES......Page 281
SENSITIVITY TO CAUSAL STRUCTURE......Page 282
THEORIES ABOUT CONCEPTS......Page 284
ACQUIRING CONCEPTS......Page 285
TEACHING CONCEPTS......Page 286
HISTORICAL BACKGROUND......Page 287
RESEARCH IN SUPPORT......Page 288
GLOBAL APPLICATIONS......Page 290
CONCEPTUAL CHANGE......Page 291
LEARNING CAN INVOLVE CONCEPTUAL CHANGE......Page 292
WHAT CHANGES WHEN CONCEPTUAL CHANGE OCCURS......Page 293
CONTRASTING THEORIES OF HOW CHANGE OCCURS......Page 294
EXAMPLES OF SUCCESSFUL INSTRUCTION......Page 295
CONFLICT RESOLUTION PROGRAMS......Page 297
CLASSIFYING CONFLICT RESOLUTION PROGRAMS......Page 299
HISTORICAL BACKGROUND......Page 301
APPLICATIONS TO LEARNING AND COGNITION......Page 302
CONSTRUCTIVISM AS EPISTEMOLOGICAL THEORY, LEARNING THEORY, AND PEDAGOGY......Page 303
SOCIAL CONSTRUCTIVISM......Page 304
EFFICACY AND ADOPTION OF CONSTRUCTIVISM......Page 305
INSTRUCTIONAL APPROACHES WITH CONSTRUCTIVIST DESIGNS......Page 306
THE RELATIONSHIP BETWEEN CONSTRUCTIVISM AND DISCOVERY......Page 309
DISCOVERY LEARNING......Page 310
EVIDENCE SUPPORTING THE USE OF INQUIRY-BASED LEARNING......Page 312
PRINCIPLES OF PROBLEM-BASED LEARNING......Page 313
RESEARCH ON PROBLEM-BASED LEARNING......Page 314
COOPERATIVE LEARNING......Page 315
MULTIVARIATE EXTENSIONS AND RELEVANT STATISTICAL TECHNIQUES......Page 316
EXAMPLES OF CORRELATIONAL RESEARCH......Page 317
ISSUES IN CORRELATIONAL RESEARCH......Page 318
EARLY PSYCHOLOGICAL PERSPECTIVES ON CREATIVITY......Page 319
COGNITIVE APPROACHES TO CREATIVITY......Page 320
MEASURING CREATIVITY......Page 321
CRITERIONREFERENCED TESTS......Page 322
RELIABILITY AND VALIDITY ASSESSMENT......Page 323
USES......Page 324
CRITICAL THINKING......Page 325
A MODEL OF INTELLECTUAL DEVELOPMENT......Page 326
COGNITIVE STRATEGIES AND SKILLS......Page 327
ISSUES IN MEASUREMENT......Page 328
CROSS-SECTIONAL RESEARCH DESIGNS......Page 329
FACTORS INVOLVED IN CONDUCTING CROSS-SECTIONAL STUDIES......Page 330
CONTRIBUTIONS TO TEACHER PRACTICE USING CROSSSECTIONAL DESIGNS......Page 331
EXAMPLE OF A CROSS-SECTIONAL STUDY......Page 332
PREVALENCE OF CULTURAL BIAS IN EDUCATION......Page 333
RESEARCH ON CULTURAL BIAS AND CULTURAL DISCONTINUITY......Page 334
REDUCING CULTURAL BIAS IN TEACHING AND CULTURAL DISCONTINUITY......Page 335
TEACHER CARING......Page 336
CULTURAL BIAS IN TESTING......Page 337
TEST BIAS DEFINITIONS: TECHNICAL AND SOCIAL DEFINITIONS......Page 338
TYPES OF BIAS......Page 339
NON-DISCRIMINATORY ASSESSMENT: SOME RECOMMENDATIONS FOR REDUCING BIAS......Page 340
CHARACTERISTICS OF THE CULTURAL DEFICIT MODEL......Page 341
ALTERNATIVES TO DEFICIT PERSPECTIVE......Page 342
CULTURALLY RELEVANT PEDAGOGY......Page 343
PREPARING TEACHERS FOR CULTURALLY RELEVANT PEDAGOGY......Page 344
CHARACTERISTICS OF A CULTURALLY RESPONSIVE CLASSROOM......Page 345
A KALEIDOSCOPE EFFECT......Page 347
CHARACTERISTICS OF DEAF AND HARD OF HEARING CHILDREN......Page 350
CURRENT EDUCATIONAL AND INSTRUCTIONAL PRACTICES......Page 352
ASSESSMENT AND INSTRUCTION......Page 353
LEADING FIGURES IN THE FIELD......Page 354
INSTRUCTIONAL APPROACHES TO IMPROVE DECISION MAKING......Page 356
DEFINITION......Page 357
DESIGN VERSUS CLASSICAL EXPERIMENTS......Page 358
TWO PROTOTYPICAL EXAMPLES......Page 359
DEVELOPMENT OF CORE KNOWLEDGE DOMAINS......Page 361
THE DOMAIN OF SPACE......Page 362
THE DOMAIN OF LIVING THINGS......Page 363
TRANSCENDING CORE KNOWLEDGE......Page 364
DEWEY, JOHN......Page 366
DIRECT INSTRUCTION......Page 367
INSTRUCTIONAL COMPONENTS AND ACTIVITIES OF DIRECT INSTRUCTION......Page 368
REVIEW OF DI CURRICULUM......Page 369
RESEARCH BASE FOR DIRECT INSTRUCTION......Page 370
DISCUSSION METHODS......Page 371
METHODS AND DIMENSIONS......Page 372
DISCUSSION AND STUDENT ACHIEVEMENT......Page 374
HUTCHINS’S VIEW OF DISTRIBUTED COGNITION......Page 377
IMPLICATIONS OF DISTRIBUTED COGNITION FOR EDUCATION......Page 379
RISK FACTORS AND PREVALENCE......Page 380
SUCCESSFUL INTERVENTIONS......Page 381
DUAL CODING THEORY......Page 382
APPLICATIONS AND EXTENSIONS OF DUAL CODING THEORY......Page 383
DWECK, CAROL S(USAN)......Page 384
RELATIONS OF ACHIEVEMENT MOTIVATION PATTERNS TO ACADEMIC PERFORMANCE AND EDUCATIONAL PRACTICE......Page 385
TYPE OF MEASURES......Page 386
EDUCATIONAL APPLICATIONS......Page 387
INFLUENCES ON EARLY CHILDHOOD DEVELOPMENT......Page 390
PRACTICES......Page 391
ECCLES, JACQUELYNNE S.......Page 395
EGOCENTRISM AND DEVELOPMENT......Page 396
INDIVIDUAL AND CONTEXTUAL DIFFERENCES......Page 397
THEORETICAL ISSUES IN THE STUDY OF EMOTION REGULATION......Page 398
THE RELATIONS BETWEEN EMOTION REGULATION AND ACADEMIC COMPETENCE......Page 399
STRATEGIES FOR TEACHING CHILDREN WHO ARE LOW IN REGULATION......Page 400
PREVALENCE OF EBD......Page 402
INTERVENTIONS AND INSTRUCTION......Page 403
ISSUES IN ASSESSMENT AND EDUCATION......Page 404
EMOTIONAL DEVELOPMENT DEFINITION......Page 406
EMOTIONAL REGULATION......Page 407
ASSESSING EMOTIONAL DEVELOPMENT......Page 408
EMOTIONAL INTELLIGENCE......Page 409
THE ABILITY MODEL OF EI......Page 410
EI AND CLASSROOM LEARNING......Page 411
EPISTEMOLOGICAL BELIEFS......Page 412
EMERGENCE OF PSYCHOLOGICAL RESEARCH ON EPISTEMOLOGICAL BELIEFS......Page 413
RESEARCH ON EPISTEMOLOGICAL BELIEFS......Page 415
DOMAIN-SPECIFICITY OF EPISTEMOLOGICAL BELIEFS......Page 416
EPISTEMOLOGICAL DEVELOPMENT......Page 417
EXPANDING THE SCOPE OF EPISTEMOLOGICAL DEVELOPMENT......Page 418
DOMAIN SPECIFICITY......Page 419
EDUCATIONAL IMPLICATIONS......Page 420
ERIKSON, ERIK......Page 421
IDENTITY DEVELOPMENT AND TEACHER-STUDENT INTERACTIONS......Page 422
ETHNIC IDENTITY: DEFINITION AND SIGNIFICANCE......Page 423
RACIAL IDENTITY AS AN ACADEMIC RISK FACTOR APPROACH......Page 424
ETHNIC IDENTITY AS PROMOTING ACADEMIC ACHIEVEMENT......Page 425
IMPLICATIONS FOR SCHOOLS AND EDUCATORS......Page 426
EVALUATION (TEST) ANXIETY......Page 428
MEASURING TEST ANXIETY......Page 429
TREATING TEST ANXIETY......Page 430
ASKING ‘‘DO I WANT TO DO THE TASK?’’......Page 431
EXPERIMENTAL RESEARCH DEFINED......Page 434
EXPERIMENTAL DESIGNS......Page 435
HISTORICAL OVERVIEW AND 21ST-CENTURY TRENDS......Page 437
PROTOTYPICAL STUDIES......Page 439
ROLE OF EXPERT-NOVICE STUDIES IN EDUCATIONAL RESEARCH......Page 440
STRENGTHS AND WEAKNESSES OF EXPERT-NOVICE RESEARCH......Page 441
DEFINITIONS OF EXPERTISE......Page 442
RESEARCH FINDINGS ON EXPERTISE......Page 443
DIFFERENT PERSPECTIVES ON THE DEVELOPMENT OF EXPERTISE......Page 444
IMPLICATIONS OF RESEARCH ON EXPERTISE FOR INSTRUCTION......Page 445
ABRIEFHISTORYOFFEEDBACK......Page 448
OPTIMIZING FEEDBACK FOR LEARNING......Page 449
FIRST (PRIMARY) LANGUAGE ACQUISITION......Page 450
USING A COMMUNICATION SYSTEM TO MAKE CONTACT......Page 451
BILINGUAL FIRST LANGUAGE ACQUISITION......Page 453
MAJOR RESEARCH METHODS......Page 454
FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES......Page 455
IMPLICATIONS FOR TEACHERS......Page 456
PROCEDURES USED IN FORMATIVE ASSESSMENT......Page 457
PROCEDURES USED IN SUMMATIVE ASSESSMENT......Page 458
HOW OUTCOMES INFORM INSTRUCTION AND EDUCATIONAL PRACTICES......Page 459
FRIENDSHIPS......Page 460
GAGE, NATHANIEL LEES......Page 462
GAGNE´ ,ROBERTMILLS......Page 463
GARDNER, HOWARD......Page 464
GENDER BIAS IN TEACHERS......Page 466
PEDAGOGICAL CHOICES AND ASSESSMENT PRACTICES......Page 467
REDUCING GENDER BIAS......Page 468
GROUP DIFFERENCES IN THE DEVELOPMENT OF GENDER IDENTITY......Page 469
GENDER IDENTITY AS RELATED TO SCHOOL OUTCOMES......Page 470
GENDER ROLE STEREOTYPES AND STUDENT-TEACHER INTERACTIONS......Page 471
MOTIVATIONAL AND BEHAVIORAL CONSEQUENCES OF STEREOTYPING......Page 472
DEFINING GIFTEDNESS......Page 473
PROCEDURES TO MEET THE NEEDS OF GIFTED AND TALENTED STUDENTS......Page 474
VARIATIONS IN GIFTEDNESS......Page 475
NOTABLE COLLABORATORS......Page 476
MAJOR IMPACT......Page 477
TERMINOLOGY......Page 478
INDIVIDUAL AND CONTEXTUAL INFLUENCES ON DEVELOPMENT OF GOALS......Page 479
THEDEBATEABOUT PERFORMANCE GOALS......Page 481
IMPLICATIONS FOR EDUCATORS......Page 482
TYPES OF GOALS......Page 483
GOAL SETTING EFFECTS ON ACHIEVEMENT OUTCOMES......Page 484
GOAL SETTING RESEARCH IN EDUCATION......Page 485
IMPLICATIONS FOR EDUCATORS......Page 486
PURPOSE OF GRADING......Page 487
EFFORT AND IMPROVEMENT......Page 488
GRAHAM, SANDRA (HALEY)......Page 489
GUIDED PARTICIPATION......Page 490
THE CHILD IN A SOCIAL CONTEXT......Page 491
ORIGINS OF GUIDED PARTICIPATION CONCEPT......Page 492
ILLUSTRATIONS OF GUIDED PARTICIPATION......Page 493
PREVALENCE OF GUIDED PARTICIPATION CROSS CULTURALLY......Page 494
A CLASSROOM ILLUSTRATION......Page 495
HELP-SEEKING......Page 498
FACTORS THAT INFLUENCE THE INCIDENCE AND FORMS OF HELP-SEEKING......Page 499
POSITIVE AND NEGATIVE TEACHER INVOLVEMENT......Page 500
ORIGINS......Page 502
ARGUMENTS OF HIGH STAKES TESTING CRITICS......Page 503
ANTECEDENTS OF HOME-SCHOOL DISSONANCE......Page 504
PSYCHOLOGICAL CONSEQUENCES OF HOME-SCHOOL DISSONANCE......Page 505
AMELIORATING DISSONANCE IN SCHOOL AND CLASSROOM PRACTICES......Page 506
PARENTS’ REASONS FOR HOME SCHOOLING......Page 508
THE EFFECTS OF HOME SCHOOLING......Page 510
THE AVAILABILITY OF THE OPTION TO HOME SCHOOL......Page 511
POSITIVE AND NEGATIVE EFFECTS OF HOMEWORK......Page 512
RESEARCH ON HOMEWORK......Page 513
APPROPRIATE AMOUNTS OF HOMEWORK......Page 514
IMPORTANCE OF IDENTIFICATION WITH ACADEMICS......Page 516
INDIVIDUAL AND GROUP DIFFERENCES......Page 517
MAJOR PROCESSES IN IDENTITY DEVELOPMENT......Page 519
THE KEY THEORIES OF IDENTITY DEVELOPMENT......Page 520
VARIABLES REGARDING IDENTITY DEVELOPMENT PROCESS, GENDER, AND ETHNICITY......Page 522
IMPRESSION MANAGEMENT......Page 523
HOW IMPRESSION MANAGEMENT INFLUENCES CLASSROOM BEHAVIOR......Page 524
IMPLICATIONS FOR EDUCATORS......Page 525
RELATION OF IMPULSIVE DECISION-MAKING TO PERSONALITY......Page 526
SUGGESTIONS FOR PRACTITIONERS......Page 527
A BRIEF HISTORY OF TESTING......Page 529
ADVANTAGES AND DISADVANTAGES OF INDIVIDUAL TESTING......Page 530
ADVANTAGES AND DISADVANTAGES OF GROUP TESTING......Page 531
LEGISLATIVE HISTORY......Page 532
DESIGNING AND IMPLEMENTING IEPS......Page 533
WORKING MEMORY......Page 534
LONG-TERM MEMORY......Page 536
IMPLICATIONS FOR INSTRUCTION......Page 537
THE DEFINITIONS OF INTELLIGENCE......Page 538
BRIEF HISTORY OF INTELLIGENCE TESTING......Page 539
MEASUREMENT OF INTELLIGENCE IN EDUCATIONAL SETTINGS......Page 540
RESEARCH TRENDS......Page 543
INTELLIGENCE AND ACHIEVEMENT......Page 546
THE USE OF APTITUDE AND INTELLIGENCE TESTS IN SCHOOLS......Page 547
COMMON INDIVIDUALLY ADMINISTERED TESTS OF INTELLIGENCE......Page 548
INTELLIGENCE TEST SCORES......Page 550
DEVELOPING SUSTAINED INTEREST......Page 551
SUGGESTIONS FOR INCREASING INTEREST......Page 552
THE ORGANISMIC SOURCES OF EXTRINSIC AND INTRINSIC MOTIVATION......Page 554
MODELS OF INTRINSIC AND EXTRINSIC MOTIVATION......Page 555
INTRINSIC MOTIVATION, EXTRINSIC REWARDS, AND OUTCOMES......Page 556
IMPLICATIONS FOR EDUCATORS......Page 557
THE PURPOSE OF ITEM ANALYSIS......Page 558
ITEM DIFFICULTY......Page 559
DISCRIMINATION INDEX......Page 560
ITEM RESPONSE THEORY......Page 561
JAMES, WILLIAM......Page 566
CATEGORIES OF KNOWLEDGE......Page 568
TEACHER KNOWLEDGE......Page 569
IMPLICATIONS FOR LEARNING AND TEACHING......Page 570
PRODUCTION SYSTEM MODELS......Page 571
DUAL CODING MODELS......Page 572
CONNECTIONIST MODELS......Page 573
IMPLICATIONS FOR LEARNING......Page 574
KOHLBERG, LAWRENCE......Page 575
MACCOBY, ELEANOR E(MMONS)......Page 624
MAEHR, MARTIN L.......Page 625
THE DEVELOPMENT OF MASTERY LEARNING......Page 626
MISINTERPRETATIONS OF MASTERY LEARNING......Page 628
RESEARCH RESULTS AND IMPLICATIONS......Page 629
MCKEACHIE, WILBERT J(AMES)......Page 632
MEMORY......Page 633
MEMORY DIFFICULTIES OF CHILDREN WITH SPECIAL NEEDS......Page 634
SCHEMAS AND SCRIPTS......Page 635
RETRIEVAL AND FORGETTING......Page 636
BRAIN PROCESSES AND MEMORY......Page 637
ASSESSMENT......Page 638
INDIVIDUAL DIFFERENCES AMONG CHILDREN WITH MENTAL RETARDATION......Page 639
ISSUES RELATED TO ASSESSMENT AND INSTRUCTION......Page 640
META-ANALYSIS......Page 641
META-ANALYTIC PROCEDURES......Page 642
ADVANTAGES OF META-ANALYSIS......Page 643
DIRECTING RESEARCH AND INFORMING EDUCATIONAL POLICY......Page 644
HISTORICAL ROOTS OF INQUIRY IN METACOGNITION......Page 645
DEVELOPMENTAL AND INDIVIDUAL DIFFERENCES IN METACOGNITION......Page 646
ASSESSMENT OF METACOGNITION......Page 647
INSTRUCTIONAL IMPLICATIONS......Page 648
THE 1982 RESEARCH BY KUHN AND PHELPS......Page 649
METASTRATEGIC MANAGEMENT......Page 650
MICROGENETIC RESEARCH IN THE CLASSROOM......Page 651
MIDGLEY, CAROL......Page 652
USE OF IQ IN DETERMINING DIAGNOSES AND SERVICES......Page 653
THE FLYNN EFFECT AND MR/SLD DIAGNOSES......Page 654
RESEARCH IMPLICATIONS FOR PROFESSIONALS......Page 655
MODELING EFFECTS ON LEARNING AND BEHAVIOR......Page 656
MODELING AND EARLY LEARNING THEORY......Page 657
MODELING AND SOCIAL LEARNING THEORY......Page 658
MODELING AS A MODE FOR LEARNING......Page 659
MODELING AND COGNITIVE APPRENTICESHIP......Page 660
MORAL DEVELOPMENT: SUMMARY OF PSYCHOLOGICAL PERSPECTIVES......Page 661
MORAL JUDGMENT DEVELOPMENT: KOHLBERG’S COGNITIVE-STRUCTURAL MODEL......Page 662
CRITICISMS AND CORRECTIVES TO KOHLBERG AND COGNITIVESTRUCTURALISM......Page 663
MORAL EDUCATION: INTEGRATIVE ETHICAL EDUCATION AND OTHER APPROACHES......Page 664
MORAL EDUCATION......Page 666
HISTORY OF MORAL EDUCATION......Page 667
NEWER APPROACHES......Page 668
MULTICULTURAL EDUCATION......Page 670
FIVE APPROACHES TO MULTICULTURAL EDUCATION......Page 671
INTERSECTIONS AND COMMONALITIES......Page 673
HETEROGENEITY AND HOMOGENEITY......Page 674
GENERAL INTELLIGENCE VERSUS MI THEORY......Page 676
IDENTIFYING AN INTELLIGENCE......Page 677
APPLICATIONS OF MI THEORY......Page 678
RESEARCH ON MI THEORY......Page 679
HOW NEO-PIAGETIAN THEORIES DIFFER FROM PIAGET’S THEORY......Page 680
OVERVIEW OF CASE’S THEORY......Page 681
EDUCATIONAL APPLICATIONS OF CASE’S THEORY......Page 683
NORM-REFERENCED SCORING......Page 684
SCORES OF RELATIVE STANDING......Page 685
DERIVED SCORES......Page 686
REVIEWING THE ADEQUACY OF A NORM GROUP......Page 687
STRENGTHS AND WEAKNESSES OF NORM-REFERENCED TESTS......Page 688
NORMAL DISTRIBUTION......Page 689
INTERPRETATIONS OF THE NORMAL CURVE......Page 690
OBJECTIVE TEST FORMATS......Page 692
HOW TO CONSTRUCT OBJECTIVE TEST ITEMS......Page 693
OGBU, JOHN U(ZO)......Page 694
VARIATIONS OF THE MODEL......Page 696
COMPONENTS AND ACTIVITIES OF THE MODEL THAT AFFECT EDUCATIONAL OUTCOMES......Page 697
OPPORTUNITY/ ACHIEVEMENT GAP......Page 698
MEASURING CONSEQUENCES......Page 699
GAPS EMERGE ON THE POLICY AGENDA......Page 700
SOURCES OF THE GAPS......Page 702
NOTES......Page 704
ORTHOPEDIC IMPAIRMENT DEFINITION......Page 705
CHARACTERISTICS OF CHILDREN WITH ORTHOPEDIC IMPAIRMENTS......Page 706
EXAMPLES OF ORTHOPEDIC DISORDERS......Page 707
ASSESSMENT AND INSTRUCTIONAL ISSUES......Page 708
PARENT INVOLVEMENT......Page 710
DEMOGRAPHIC FACTORS......Page 711
BAUMRIND’S TYPOLOGY OF PARENTING STYLES......Page 713
CORRELATES OF PARENTING STYLES......Page 714
CONCEPTUAL AND METHODOLOGICAL ISSUES......Page 715
FRIENDSHIPS......Page 716
SOCIOMETRIC STATUS......Page 717
FUNCTIONS, QUALITIES, AND CORRELATES OF FRIENDSHIPS......Page 718
HOW FRIENDSHIPS INFLUENCE DEVELOPMENT......Page 719
SCHOOL-BASED INFLUENCES ON STUDENTS’ FRIENDSHIPS......Page 720
EARLY EXPERIENCES WITH PEER GROUPS......Page 721
PEER GROUPS IN MIDDLE CHILDHOOD......Page 722
EXPANSION OF PEER GROUPS IN ADOLESCENCE......Page 723
COALESCENCE OF CROWDS IN LATE ADOLESCENCE......Page 724
SUSCEPTIBILITY TO PEER PRESSURE......Page 725
FRIENDSVERSUSPEERS......Page 726
BEHAVIORAL AND COGNITIVE CHARACTERISTICS OF STATUS GROUPS......Page 727
CAVEATS AND FUTURE DIRECTIONS......Page 729
PEER TUTORING......Page 730
PIAGET, JEAN......Page 731
PIAGET’S CONTRIBUTION TO THE PSYCHOLOGY OF CLASSROOM LEARNING......Page 732
PINTRICH, PAUL ROBERT......Page 733
ASSUMPTIONS AND PROCEDURES......Page 734
BENEFITS OF PORTFOLIO ASSESSMENT......Page 735
POSSIBLE SELVES THEORY......Page 736
ASSESSING POSSIBLE SELVES......Page 737
MOTIVATIONAL CONSEQUENCES OF POSSIBLE SELVES ON CHOICE, PERSISTENCE, ACHIEVEMENT......Page 738
PRAISE......Page 739
EFFECTIVE AND INEFFECTIVE PRAISE......Page 740
USING PRAISE IN THE CLASSROOM......Page 741
PRESSLEY, G. MICHAEL......Page 742
PROBLEM SOLVING AS A KIND OF THINKING......Page 743
COGNITIVE PROCESSES IN PROBLEM SOLVING......Page 744
TEACHING FOR PROBLEM SOLVING......Page 745
TEACHING OF PROBLEM SOLVING......Page 746
DEVELOPMENTAL CHANGES......Page 747
CONTEXTUAL AND INDIVIDUAL INFLUENCES......Page 748
HOW TEACHERS AND SCHOOLS CAN PROMOTE PROSOCIAL BEHAVIOR......Page 749
EXPLANATION AS A GENRE......Page 750
REDUCING INTRINSIC COGNITIVE LOAD......Page 751
ENHANCING GERMANE COGNITIVE LOAD......Page 752
LACKING TEXT SCHEMAS......Page 753
IMPLICATIONS FOR TEACHERS......Page 754
PUNISHMENT......Page 755
DEFINITION OF QUALITATIVE RESEARCH......Page 756
COMING OF AGE......Page 757
ADDITIONAL ISSUES AND DEBATES......Page 758
STRENGTHS AND WEAKNESSES......Page 759
A COMPARISON TO EXPERIMENTAL RESEARCH......Page 760
EXAMPLES OF QUASIEXPERIMENTAL RESEARCH......Page 761
ANALYTIC APPLICATIONS APPLIED IN QUASIEXPERIMENTAL RESEARCH......Page 762
STRENGTHS AND WEAKNESS OF QUASIEXPERIMENTAL RESEARCH......Page 763
RESEARCH STRANDS AND CURRENTS......Page 764
QUESTIONS THAT VARY BY COGNITIVE DEMAND......Page 765
QUESTIONS THAT VARY BY EPISTEMIC ROLE......Page 766
WHAT IS KNOWN AND NOT KNOWN ABOUT QUESTIONING......Page 767
DEFINITION OF REASONING......Page 770
SCIENTIFIC REASONING......Page 771
DEVELOPMENT OF SCIENTIFIC REASONING......Page 772
INSTRUCTIONAL STRATEGIES......Page 773
TEACHING COGNITIVE STRATEGIES......Page 776
RESULTS......Page 777
REINFORCERS AND REWARDS......Page 778
CLASSROOM MANAGEMENT TO PROMOTE EDUCATIONAL OUTCOMES......Page 779
DEFINITIONAL ISSUES......Page 780
APPLICATIONS OF DOMAIN-SPECIFIC SCHOLASTIC COMPETENCE......Page 781
SELF-ESTEEM......Page 782
IMPLICATIONS FOR INTERVENTION......Page 783
RELIABILITY AND VALIDITY......Page 784
THE THEORY OF RELIABILITY......Page 785
TYPES OF RELIABILITY......Page 786
OVERVIEW OF RESEARCH METHODS IN EDUCATION......Page 787
STRENGTHS AND WEAKNESSES OF RESEARCH DESIGNS......Page 791
CULTURAL OPPOSITIONAL THEORY......Page 793
CRITIQUE OF OPPOSITIONAL THEORY......Page 794
IMPLICATIONS FOR CLASSROOMS AND TEACHERS......Page 795
DEFINING REWARDS......Page 796
THE IMPACT OF REWARDS ON INTRINSIC MOTIVATION......Page 797
ROGOFF, BARBARA......Page 798
RULES AND PROCEDURES......Page 799
KINDS OF BELIEFS TEACHERS HOLD......Page 950
TEACHERS’ BELIEFS ABOUT ACADEMIC CONTENT, STUDENT POPULATIONS, AND THEMSELVES......Page 951
THE IMPORTANCE OF TEACHERS’ BELIEFS......Page 953
HOW TEACHERS’ BELIEFS CHANGE......Page 954
IMPLICATIONS FOR CLASSROOM TEACHERS......Page 955
TEACHER EFFICACY......Page 956
HOW TEACHERS DEVELOP SELF-EFFICACY BELIEFS......Page 957
THE CONTEXT AND MEASUREMENT OF TEACHER EFFICACY......Page 958
IMPLICATIONS FOR TEACHERS......Page 960
TEACHER EXPECTATIONS......Page 961
THE PYGMALION STUDY......Page 962
NATURALLY OCCURRING VERSUS EXPERIMENTALLY INDUCED TEACHER EXPECTATIONS......Page 963
MODERATING CONDITIONS......Page 964
TEMPERAMENT......Page 965
CONSISTENCY OF TEMPERAMENT ACROSS TIME......Page 966
APPLYING TEMPERAMENT CONCEPTS IN SCHOOL......Page 967
EFFECTIVE SKILLS......Page 968
DIFFERING TEST FORMATS......Page 969
THEORIES AS MENTAL REPRESENTATIONS......Page 970
THEDEBATEOVERNOVICE KNOWLEDGE......Page 971
THEORIES AS FORMS OF KNOWLEDGE: OPEN QUESTIONS......Page 972
HISTORY OF THE CONCEPT......Page 973
MAJOR FINDINGS......Page 974
IMPLICATIONS FOR TEACHERS......Page 975
CONCEPTIONS OF ‘‘LEARNING’’......Page 976
EVOLVING THEORIES OF LEARNING......Page 977
THE RELATIONSHIP BETWEEN THEORY AND PRACTICE......Page 978
DIFFERENT TYPES OF LEARNING......Page 979
THE THEORY OF TOM......Page 980
TOM IN PRESCHOOLERS......Page 981
TOM IN SCHOOL-AGE CHILDREN......Page 982
THE NEUROSCIENCE OF TOM......Page 983
LIFE EVENTS......Page 984
THORNDIKE’S RESEARCH AND THEORY......Page 985
MEASURING ON-TASK BEHAVIOR......Page 986
BETWEEN AND WITHIN TASK TRANSITIONS......Page 987
DEFINING TRANSFER......Page 988
OBSTACLES TO SUCCESSFUL TRANSFER......Page 989
PREPARATION FOR FUTURE LEARNING......Page 991
DIFFERENT THEORETICAL PERSPECTIVES TREATMENT OF TRANSFER......Page 992
TRIARCHIC THEORY OF INTELLIGENCE......Page 993
TUTORING......Page 996
WHAT TUTORS DO......Page 997
REASONS FOR TUTORING EFFECTIVENESS......Page 998
COMPUTER-BASED INTELLIGENT TUTORS......Page 999
INSIGHTS INTO IMPROVING CLASSROOM INSTRUCTION......Page 1000
HISTORICAL VERSUS CONTEMPORARY DEFINITIONS OF VALIDITY......Page 1002
CRITICAL ISSUES IN ASSESSMENT VALIDITY......Page 1003
ASSESSING VISUAL IMPAIRMENTS......Page 1006
CHARACTERISTICS OF CHILDREN WITH VISUAL IMPAIRMENTS......Page 1007
EDUCATIONAL PRACTICES......Page 1008
VOLITION......Page 1009
STRATEGIES FOR MAINTAINING VOLITIONAL CONTROL......Page 1010
DEVELOPING VOLITIONAL CONTROL IN STUDENTS......Page 1011
VYGOTSKY, LEV SEMENOVICH......Page 1014
WEINER, BERNARD......Page 1016
WESCHLER INTELLIGENCE TEST......Page 1017
WRITING, LEARNING AND TEACHING......Page 1019
Index......Page 1020
Back Cover......Page 1045